Reading Enrichment Unit

Title of Unit

You Wouldnt Want to

be a Salem Witch

Grade Level

5th Grade

Curriculum Area

Reading/ELA

Time Frame

3 days

Developed By:

Melanie Kirby
Stage 1: Identify Desired Results

Content Standards
ELAGSE5RL2: Determine two or more main ideas of a text and explain how they are
supported by key details, summarize the text.
ELAGSE5W3: Write narrative to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
ISTE 1: Creativity and Innovation
a. Apply existing knowledge to generate new ideas, products, and processes.
b. Create original works as a means of personal or group expression.
ISTE2: Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts or others employing a
variety of digital environments and media.
AASL Standards
AASL 1.1.2 Use prior and background knowledge as context for new learning.
AASL 1.1.6 Read, view, and listen for information presented in any format in order to make
inferences to gather meaning.
AASL 3.1.4 Use technology and other information to organize and display knowledge and
understanding in ways that others can view, use, and assess.
Understandings
Overarching Understandings
How to use technology to publish writing.
How to use main idea and details when
creating new writing.
How to apply knowledge of the salem witch
trials to create a narrative.
Related Misconceptions

Learning Targets
Overarching
I can use technology
to publish my writing.
I can online platforms
to retrieve relevant
information.
I can revise and edit

Topical
I can identify the
main idea of You
Wouldnt Want to be
a Salem Witch by
using key details.
I can write a narrative
to develop real or

Once a writing is complete, it is done.

my writing.

imagined
experiences.
I can use descriptive
details and clear
event sequences in
my writing.

Knowledge
Students will know...

Skills
Students will be able to...

How to publish writing in the form of a blog.

Create and publish a blog entry writing.

How to determine the main idea of a text.

Use information/main idea from the Salem

Witch trials to publish a creative writing.

How to write a narrative.

Stage 2: Assessment Evidence
Performance Task Description
Goal

To create a narrative from the perspective of someone accused of

witchcraft.

Role

To establish a creative reading response activity to stimulate student

interest and expand on determining the main idea of the text.

Audience

5th Grade Reading/ELA Students

Situation

Reading responses are a critical component of comprehension in

reading. The students will creatively respond to the informational text
by creating a narrative based on similar experiences.

Product/Performance

The final product will be a published narrative, in the form of a blog

post, told from the perspective of someone accused of witchcraft.

Standards

ELAGSE5RL2, ELAGSE5W3, ISTE1, ISTE2, AASL1.1.2, AASL1.1.6,

AASL3.1.4

Other Evidence
Students will take notes as the book You Wouldnt Want to be a Salem Witch is read aloud to
them. Student notes will be recorded on a graphic organizer.
Student drafted a brainstorm for their creative writing to guide them.
Stage 3: Learning Plan
Day 1

The teacher librarian will read the informational text, You Wouldnt Want to be a Salem Witch
to the students aloud. The media specialist will walk around the room displaying pictures as
she reads.
During the story, the students will take notes to determine the main idea of the story. This is a
skill that the students have been working on in class. The students will look at key details to
determine the main idea.
As the media specialist is reading, stopping points will be embedded to create collaborative
conversations about the book, time period, and main idea of the text. The informational text
puts the reader in the story as if they experienced the situations. Therefore, throughout the
reading, the media specialist will ask the students how they might feel if the events in the story
happened to them.
Day 2
The media specialist will finish reading the the book and host a discussion to determine the
key details and main idea from the students graphic organizers.
After the reading, the students will set up their reading blog for the first time. The teacher will
guide the students through this process as well as provide a set of screenshot directions for
the students to refer to if they get behind. The media specialist will provide the screenshot
directions and link to blogger in Google Classroom.
Once the students get their blog set up, they will begin the brainstorm for their writing.
Day 3
The media specialist modeled the expectations for the assignment by sharing the beginning of
her blog post. The students will complete their narrative writing. Once the writing is complete,
the students will revise and edit using the CUPS and ARMS strategy.
The teacher librarian created a Thinglink curation of all student blogs. When the students
were done with their writing they could visit the Thinglink listed in Google Classroom to visit
their peers blog and leave feedback.
Feedback and Reflections
This was one of the most successful lessons in my practicum semester. The
students came to life during the reading of the Salem Witch trials. They experienced
many emotions including sadness and rage at the experience held by those during the
Salem Witch trials.
Their excitement was reflected through their collaborative conversations as
well as their writing.
Through this activity I was able to experience the role of a media specialist and
how he or she should ignite a love of reading.